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Chapter Planning Guide BL Below level OL On level AL Above level BL Levels OL AL ELL ELL English Language Learners Print Material CD-ROM DVD Resources Transparency Chapter Section Opener 1 Section 2 Section Chapter 3 Assess FOCUS BL Daily Focus Skills Transparencies 2-1 2-2 2-3 p. 31 p. 32 p. 33 TEACH BL ELL Guided Reading Activity, URB* BL ELL Vocabulary Activity, URB* ELL Reinforcing Skills Activity, URB BL OL AL OL BL ELL p. 27 Enrichment Activity, URB p. 29 Reading Essentials and Note-Taking Guide* pp. 7–9 Geolab Activity, URB OL ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ OL AL ELL National Geographic World Atlas* BL OL AL ELL Political Map Transparencies, Strategies, and Activities BL OL AL ELL National Geographic World Desk Map ✓ BL OL AL ELL Writer’s Guidebook for Social Studies OL AL World History Primary Source Documents Library CD-ROM OL AL ELL pp. 13– 15 p. 5 BL BL pp. 10– 12 ✓ p. 1 Vocabulary Puzzlemaker, CD-ROM National Geographic World Regions Video Program ✓ ✓ ✓ ✓ ✓ BookLink for Social Studies CD-ROM ✓ ✓ ✓ ✓ ✓ StudentWorks™ Plus DVD ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ BL OL AL ELL Section Video Program BL OL AL ELL World Music: A Cultural Legacy CD ✓ ✓ ✓ ✓ ✓ BL OL AL ELL High School Writing Process Transparencies ✓ ✓ ✓ ✓ ✓ 28A Plus All-In-One Planner and Resource Center Levels BL OL AL ELL • • • • • Interactive Lesson Planner • Printable reports of daily Interactive Teacher Edition assignments Fully editable blackline masters • Standards Tracking System Section Spotlight Videos Launch Differentiated Lesson Plans Resources Chapter Opener Section Section Section Chapter 1 2 3 Assess TEACH (continued) Teacher Resources High School Character Education ✓ ✓ ✓ ✓ ✓ Inclusion for the High School Social Studies Classroom Strategies and Activities ✓ ✓ ✓ ✓ ✓ High School Reading in the Content Area Strategies and Activities ✓ ✓ ✓ ✓ ✓ Success with English Learners ✓ ✓ ✓ ✓ ✓ Differentiated Instruction for the Geography Classroom ✓ ✓ ✓ ✓ ✓ Literacy Strategies in Social Studies ✓ ✓ ✓ ✓ ✓ Standards-Based Instruction ✓ ✓ ✓ ✓ ✓ Presentation Plus! with MindJogger DVD ✓ ✓ ✓ ✓ ✓ TeacherWorks™ Plus DVD ✓ ✓ ✓ ✓ ✓ National Geographic Focus on Geography Literacy Teacher Guide ✓ ✓ ✓ ✓ ✓ p. 13 p. 14 p. 15 p. 17 ASSESS BL OL AL ELL Section Quizzes and Chapter Tests BL OL AL ELL Authentic Assessment With Rubrics p. 32 BL OL AL ELL Standardized Test Practice Workbook p. 3 BL OL AL ELL ExamView Assessment Suite CD-ROM 2-1 2-2 2-3 BL OL AL ELL Interactive Tutor Self-Assessment CD-ROM 2-1 2-2 2-3 Ch. 2 CLOSE BL BL OL ELL Reteaching Activity, URB ELL Reading and Study Guide Foldables p. 25 p. 44 Graphic Organizer Transparencies, Strategies, and pp. 19–20 Activities *also in Spanish 28B Chapter Integrating Technology Using er TM 3.1 Puzzlemak Online Crossword Puzzles Technology Product Steps Glencoe’s Vocabulary PuzzleMaker™ 3.1 CD-ROM is an easy-to-use program that enables you to create puzzles for classroom use based on the glossary. The PuzzleMaker allows you to • create crossword puzzles based on content vocabulary and academic vocabulary that is specific to what is taught in the classroom; • create online (LAN-based) or paper crossword puzzles. • Objectives • Completing the crossword puzzles helps students to • recall vocabulary terms based on the clues provided for a puzzle; • reinforce their understanding of the vocabulary. Geography • • • • ONLINE Student Teacher Parent Beyond the Textbook ● ● ● Chapter Overviews ● ● ● Time Current Events ● ● ePuzzles and Games ● ● Concepts in Motion ● ● Multi-Language Glossaries ● Online Student Edition ● Self-Check Quizzes ● ● Student Web Activities ● ● Study Central™ ● ● Vocabulary eFlashcards Web Activity Lesson Plans glencoe.com ❯ Study-To-Go • Vocabulary eFlashcards Self-Check Quizzes ● ● ● ● ● ● ❯ Audio/Video • • • ● Teaching Today Glencoe Media Center • ● Literature Connections 28C • Run PuzzleMaker™ 3.1. On the main menu, click on Create a New Puzzle. From the list of Puzzle Databases, select the appropriate database for the vocabulary. The PuzzleMaker Wizard will take you through selecting a puzzle type and grid type. Select one or more chapters from the list. Indicate whether you want the words selected randomly or manually. Select the language and number of words for the puzzle. Click Finish. Save the puzzle to a location that students can access with PuzzlePlayer™ 3.1, or print copies for your students to complete. Use PuzzlePlayer™ 3.1 to review the puzzles after your students have completed and saved them. Student Edition Audio Spanish Summaries Section Videos Additional Resources • Timed Readings Plus in Social Studies helps students increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments. The following videotape programs are available from Glencoe as supplements to Chapter 2: • • • Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty. • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English. Pompeii (ISBN 0-76-700537-6) The Tennessee Valley Authority (ISBN 0-76-700031-5) To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following pages: A&E Television: www.aetv.com The History Channel: www.historychannel.com • Content Vocabulary Workout (Grades 6-8) accelerates reading comprehension through focused vocabulary development. Social Studies content vocabulary comes from the glossaries of Glencoe’s Middle School Social Studies texts. www.jamestowneducation.com Reading List Generator CD-ROM Index to National Geographic Magazine: The following articles relate to this chapter: • “The Next Big One: Where on Earth Will it Strike?” by Joel Achenbach, April 2006. • • • • Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. • A brief summary of each selection is included. “Volcanic View,” by Whitney Dangerfield, August 2006. “Solar System Suburbs,” by Joel Achenbach, December 2004. “Gone With the Water,” by Joel K. Bourne, Jr., October 2004. “Curse of the Black Gold: Hope and Betrayal in the Niger Delta,” by Tom O’Neill, February 2007. Leveled reading suggestions for this chapter: For students at a Grade 7 reading level: • Black Holes and Supernovae, by David E. Newton following, call National Geographic at 1-800-368-2728 For students at a Grade 8 reading level: • Living In Space, by Larry Kettelkamp • For students at a Grade 9 reading level: National Geographic Society Products To order the National Geographic Atlas of the World (Book). Access National Geographic’s new dynamic MapMachine Web site and other geography resources at: www.nationalgeographic.com www.nationalgeographic.com/maps • Undersea Frontiers: An Introduction to Oceanography, by C.B Colby For students at a Grade 10 reading level: • Rain of Troubles: The Science and Politics of Acid Rain, by Laurence Pringle 28D CHAPTER INTRODUCTION CHAPTER Focus Why It Matters More About the Photo Understanding that Earth is part of a larger physical system called the solar system helps us understand how life on our planet is possible. Earth’s physical systems—air, landforms, and water—are affected by natural forces such as earthquakes and volcanoes that can influence human activities on the planet. Visual Literacy Kilauea, on the island of Hawaii, is among Earth’s most active volcanoes. The volcano’s Pu’u O’o vent has been erupting continuously since 1983. In its early years, Pu’u O’o produced spectacular lava fountains that rose hundreds of feet over the vent. Today, most eruptions from Pu’u O’o are relatively quiet, producing steady, slowly moving lava streams. Teach As you begin teaching each section, use these questions and activities to help students focus on the Big Ideas. The Physical World Section 1: Planet Earth Physical processes shape Earth’s surface. As part of a larger system called the solar system, Earth has water, land, and air that make the planet suitable for plant and animal life. Section 2: Forces of Change Physical processes shape Earth’s surface. The surface of the Earth has been shaped by the internal forces of tectonic activity, as well as by the external forces of weathering and erosion. Section 3: Earth’s Water Physical processes shape Earth’s surface. The water cycle keeps the amount of water on Earth, both freshwater and salt water, fairly constant. Geography ONLINE Chapter Overview Visit the World Geography and Cultures Web site at glencoe.com and click on Chapter Overviews—Chapter 2 to preview information about planet Earth. Kilauea, in Hawaii, is one of the most active volcanoes in the world. 28 Unit 1 Jim Sugar/CORBIS 028-033_C02_S1_874529.indd 28 28 Section 1 Planet Earth Section 2 Forces of Change Essential Question: What features of planet Earth permit living things to exist? (Earth has freshwater, oxygen, carbon dioxide, soil, and tolerable temperatures.) Point out that in Section 1, students will learn more about the features of Earth that permit people and other organisms to thrive. OL Essential Question: What are some of the physical processes that shape the Earth? (Movement of tectonic plates can create continents and mountains. Volcanic eruptions can produce island chains. Weathering and erosion can change and reshape Earth’s surface features.) Point out that in Section 2, students will learn about Earth’s layers and the ways Earth’s surface changes. OL 5/4/07 4:44:24 PM CHAPTER Organizing Information Make a Three-Pocket Book to help you organize information about the physical systems and processes that affect life on Earth. INTRODUCTION Dinah Zike’s Foldables Purpose This Foldable helps students organize information about the systems and processes that shape the physical Earth. The completed Foldable will help them review the chapter as they prepare for assessment. OL Chapter 2 028-033_C02_S1_874529.indd 29 Section 3 Earth’s Water THE WORLD Reading and Writing As you read this chapter, write information on note cards about the structure of planet Earth and its place in the solar system, the natural forces that affect Earth’s physical systems, and Earth’s water. Place the cards in the correct pocket of your Foldable. Geography ONLINE Introduce students to chapter content and key terms by having them access the Chapter Overview at glencoe.com. 29 5/4/07 4:46:01 PM Essential Question: If living things are always using freshwater, why doesn’t the Earth run out of it? (Freshwater is constantly supplied through the water cycle.) Point out to students that in Section 3, they will learn about the different kinds of water on Earth and the water cycle that maintains our supply of freshwater. OL 29 CHAPTER Section 1 SECTION Planet Earth 1 Guide to Reading Section Preview Earth is part of a larger system called the solar system. Earth has water, land, and air that make it suitable for plant and animal life. Focus Daily Focus Transparency 2.1 CHAPTER 2 The Highest and the Deepest Places on Earth Content Vocabulary • hydrosphere (p. 32) • lithosphere (p. 32) • atmosphere (p. 32) • biosphere (p. 32) • continental shelf (p. 33) 36,960 feet 31,680 feet MOUNT EVEREST 29,035 feet high 26,400 feet 21,120 feet 15,840 feet 10,560 feet MARIANA TRENCH 35,827 feet deep 5,280 feet 0 Academic Vocabulary • approach (p. 31) • assistance (p. 32) • features (p. 33) Guide to Reading Answers to Graphic: Component Hydrosphere Description All liquid water, ice, groundwater, and water vapor on Earth Lithosphere Earth’s crust, 60–120 miles (100–200 km) deep Atmosphere Gas layer above Earth’s surface Biosphere Places to Locate • Isthmus of Panama (p. 33) • Sinai Peninsula (p. 33) • Mount Everest (p. 33) • Dead Sea (p. 33) • Mariana Trench (p. 33) An astronaut, seeing Earth from the blackness of space, described it as “piercingly beautiful.” From the vantage point of space, the Earth’s great beauty resembles a blue and white marble, with contrasts of water and land beneath huge swirls of white clouds. Voices Around the World “To the ancient Egyptians the heavens were almost close enough to touch—a benign canopy of light and dark held up by mountain peaks. But modern science has exploded that ancient, peaceful mirage, replacing it with . . . change, and processes that sometimes defy human understanding. Guided by leaps of imagination and armed with potent new technologies . . . scientists have . . . claimed the universe itself as a titanic laboratory.” —Kathy Sawyer, “Unveiling the Universe,” National Geographic, October 1999 Reading Strategy Categorizing As you read about Earth, complete a graphic organizer similar to the one below by describing the four components of Earth. Component An astronomer with radio telescopes Description Hydrosphere The part of Earth that supports life. Lithosphere Atmosphere Biosphere Section Spotlight Video Play the Section Spotlight Video for Chapter 2, Section 1. Ask students to evaluate whether the information in the video confirmed their knowledge of planet Earth or presented new insights. Resource Manager 30 Unit 1 Roger Ressmeyer/CORBIS R Reading Strategies 028-033_C02_S1_874529.indd 30 C Critical Thinking D Differentiated Instruction W Writing Support S Skill Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Organizing, p. 31 • Academic Vocab., p. 31 • Making Inferences, p. 31 • Visual/Spatial, p. 33 • Descriptive Writing, p. 32 • Visual Literacy, p. 32 Additional Resources Additional Resources • Quizzes and Tests, p. 13 • Diff. Instr. for the Geo. Classroom, pp. 5–7 Additional Resources • Guided Reading 2-1, URB, p. 31 • RENTG, pp. 7–9 Additional Resources Additional Resources • Enrichment Act., URB p. 29 • Daily Focus Skills Trans. 2-1 • Pol. Map Trans., p. 1 5/4/07 4:47:09 PM Our Solar System MAIN Idea Earth is part of a larger physical system that contains other planets, moons, and stars. GEOGRAPHY AND YOU Have you ever seen a movie or read a book about outer space? Read to learn how Earth fits into the ever-changing solar system. Earth is part of our solar system, which includes the sun and the objects that revolve around it. At the center of the solar system is the sun — a star, or ball of burning gases. The sun’s enormous mass, or the amount of matter it contains, creates a strong pull of gravity. This basic physical force keeps the Earth and the other objects revolving around the sun. The Planets planets. Dwarf planets are small round bodies that orbit the sun, but have not cleared the area around their orbits of other orbiting bodies. All of the planets are grouped into two types — terrestrial planets and gas giant planets. Mercury, Venus, Earth, and Mars are called terrestrial planets because they have solid, rocky crusts. Mercury and Venus are scalding hot, and Mars is a cold, barren desert. Only Earth has liquid water at the surface and can support R 1 varieties of life. Farther from the sun are the gas giant planets — Jupiter, Saturn, Uranus, and Neptune. They are more gaseous and less dense than the terrestrial planets, even though they are larger in diameter. Each gas giant planet is like a miniature solar system, with orbiting moons and thin, encircling rings. Only Saturn’s rings, however, are easily seen from Earth by telescope. The Solar System 1. Location Which four planets are closest to the sun? 2. Regions What physical characteristics do the inner planets share? The outer planets? Section 1 Teach R 1 Reading Strategy Organizing Have students make a table to organize the information about the planets. Tables should include each planet’s name, its composition, its location relative to the sun, and whether it has moons. BL ELL C Critical Thinking Making Inferences Ask: THE WORLD Except for the sun, spheres called planets are the largest objects in the solar system. At least eight Asteroids, Comets, planets exist, and each is in its own orbit around and Meteoroids the sun. Mercury, Venus, Earth, and Mars are the Thousands of smaller objects—including asterinner planets, or those nearest the sun. Earth, the oids, comets, and meteoroids—revolve around the C third planet from the sun, is about 93 million miles sun. Asteroids are small, irregularly shaped, planet(about 150 million km) away. Farthest from the sun are the outer planets—Jupiter, Saturn, Uranus, R 1 like objects. They are found mainly between Mars and Jupiter in the asteroid belt. A few asteroids and Neptune. follow paths that cross Earth’s orbit. The planets vary in size. Jupiter is the largest. Comets, made of icy dust particles and frozen Earth ranks fifth in size, and Mercury is the gases, look like bright balls with long, feathery smallest. All of the planets except Mercury and tails. Their orbits are inclined at every possible Venus have moons, smaller spheres or satellites angle to Earth’s orbit. They may approach from that orbit them. Earth has 1 moon, and Saturn R2 any direction. has at least 18 moons. Ceres and Pluto are dwarf CHAPTER What force keeps comets, asteroids, and meteors in their orbits? (gravity) OL R2 Reading Strategy Academic Vocabulary Ask: What is an antonym for approach? (withdraw) OL Answers 1. Mercury, Venus, Earth, and Mars 2. Inner planets are rocky. Outer planets are gaseous. Chapter 2 31 Hands-On Chapter Project Step 1 Conservation Campaign 028-033_C02_S1_874529.indd 31 Step 1: Researching a Body of Water Pairs of students plan an advertising campaign to help preserve Earth’s water. Essential Question What features of planet Earth support the presence of living things? 5/4/07 4:48:08 PM Directions Have each student pair Putting It Together Allow time for stu- research a body of freshwater. Suggest that they focus their research around questions such as “How big is it?” ”What organisms live in it?”“Where does the water come from? Where does it go?” “How is the body of water used?” “What threatens it today?” dent pairs to share their findings with the class. Pairs should make an illustrated poster displaying their findings. OL (Chapter Project continues on page 35.) 31 CHAPTER Section 1 W Writing Support Descriptive Writing Have students research another meteorite impact and write a paragraph describing its effects. Students may learn of lakes formed from such impacts, and of the possible role of meteorites in mass extinctions. AL S Skill Practice Visual Literacy Have students study the “Water, Land, and Air” diagram. Ask: What is the largest part of the biosphere? (atmosphere) BL Answer: comets, asteroids, meteoroids Answers 1. hydrosphere 2. using resources, creating pollution Differentiated Instruction Name Date W Meteoroids are pieces of space debris — chunks of rock and iron. When they occasionally enter Earth’s atmosphere, friction usually burns them up before they reach the Earth’s surface. Those that collide with Earth are called meteorites. Meteorite strikes, though rare, can significantly affect the landscape, leaving craters and causing other devastation. In 1908 a huge area of forest in the remote Russian region of Siberia was flattened and burned by a “mysterious fireball.” Scientists theorize it was a meteorite or comet. A writer describes the effects: ‘‘ The heat incinerated herds of reindeer and charred tens of thousands of evergreens across hundreds of square miles. For days, and for thousands of miles around, the sky remained bright with an eerie orange glow — as far away as western Europe people were able to read newspapers at night without a lamp. ’’ Getting to Know Earth MAIN Idea Earth’s surface is a complex mix of landforms and water systems. GEOGRAPHY AND YOU What do you know about Earth’s water, land, and air? Read to learn how these features support life on Earth. The Earth is a rounded object wider around the center than from top to bottom. Earth has a larger diameter at the Equator—about 7,930 miles (12,760 km)—than from Pole to Pole, but the difference is less than 1 percent. With a circumference of about 24,900 miles (40,060 km), Earth is the largest of the inner planets. Water, Land, and Air The surface of the Earth is made up of water and land. About 70 percent of our planet’s surface is water. Oceans, lakes, rivers, and other —Richard Stone, “The Last Great Impact on Earth,” bodies of water make up a part of the Earth Discover, September 1996 called the hydrosphere. About 30 percent of the Earth’s surface is land, Movement Besides the planets, what other things revolve around the sun? including continents and islands. Land makes up a part of the Earth called the lithosphere, the Earth’s crust. Water, Land, and Air The lithosphere also includes the ocean basins, or the land beneath the oceans. The air we breathe is part of Earth’s atmosphere, a layer of gases extending above the planet’s surface. The atmosphere is composed of 78 percent nitrogen, 21 percent oxygen, and small amounts of argon and other S gases. All people, animals, and plants live on or close to the Earth’s surface or in the atmosphere. The part of the Earth that supports life is the biosphere. Life outside the biosphere, such as on a space station orbiting Earth, The atmosphere, hydrosphere, and lithosphere form the biosphere, the part of Earth where life exists. exists only with the assis1. Place What are Earth’s water systems called? tance of mechanical life2. Human-Environment Interaction How does human activity impact the biosphere? support systems. 32 Unit 1 Class Enrichment Activity 2 028-033_C02_S1_874529.indd 32 Understanding Earth’s Extremes DIRECTIONS: Study the map showing several natural wonders of the world. Then, answer the following questions about the map. A ATLANTIC OCEAN D C E PACIFIC OCEAN F B INDIAN OCEAN PACIFIC OCEAN A. Giant sequoia tree, “General Sherman”—largest living thing (height: 275 feet [83.8 m]), circumference: 83 feet 2 inches [25.3 m]). Believed to be between 2,300 and 2,700 years old, its largest branch is almost 7 feet (2.1 m) in diameter. B. Angel Falls—highest waterfall (3,212 feet [979 m]) 1. C. The Nile River—world’s longest river (4,160 miles [6,695 km]) D. Dead Sea coastline—lowest point on land (1,349 feet [411 m] below sea level) E. Mount Everest—highest mountain (29,035 feet [8,852 m]) F. Mariana Trench—deepest point in the oceans (35,827 feet [10,423 m]) 5. 2. 6. 3. 7. 4. 29 Enrichment Activity 2, URB, p. 29 32 Objective: Identify Earth’s extreme landforms and features. Focus: Students will research and identify five of Earth’s extreme landforms or natural features. Teach: Students may work in pairs. Explain that they cannot use any landform categories from the Enrichment Activity 2, but they may modify categories. Assess: Review tables for accuracy and clarity. Close: Have students present their findings to the class. Differentiated Instruction Strategies Students will identify one extreme BL landform or natural feature and write a short overview on it. Have students identify extremes in AL the United States for each category used for the main activity. ELL Review the words extreme, landform, feature, and category with students. 7/27/07 4:08:29 PM Landforms CHAPTER Landforms are the natural features of the Earth’s surface. So are bodies of water. The diagram on pages RA2–RA3 shows many of the Earth’s landforms, which have a particular shape or elevation. Landforms often contain rivers, lakes, and streams. Underwater landforms are as diverse as those found on dry land. In some places the ocean floor is a flat plain. Other parts feature mounD tain ranges, cliffs, valleys, and deep trenches. Seen from space, Earth’s most visible landforms are the seven large landmasses called continents. Australia and Antarctica stand alone, Earth’s Heights and Depths while the others are joined in some way. Europe Great contrasts exist in the heights and depths of and Asia are parts of one landmass called the Earth’s surface. The highest point on Earth is Eurasia. A narrow strip of land called the Isthmus in South Asia at the top of Mount Everest, which of Panama links North America and South is 29,028 feet (8,848 m) above sea level. The lowAmerica. At the Sinai Peninsula, the humanest dry land point, at 1,349 feet (411 m) below sea made Suez Canal separates Africa and Asia. level, is the shore of the Dead Sea in Southwest The continental shelf is an underwater extension Asia. Earth’s deepest known depression lies under of the coastal plain. Continental shelves slope out the Pacific Ocean southwest of Guam in the from land for as much as 800 miles (1,287 km) Mariana Trench, a narrow, underwater canyon and descend gradually to a depth of about 660 feet about 35,827 feet (10,920 m) deep. (200 m), where a sharp drop marks the beginning of the continental slope. This area drops more Human-Environment Interaction How does the biosphere support life on Earth? sharply to the ocean floor. D Differentiated Instruction Visual/Spatial Have students use a map to identify each continent, an isthmus, and a peninsula. BL Answer: cycling of water, oxygen, carbon dioxide, and soil, plus tolerable temperatures Assess Geography THE WORLD SECTION 1 REVIEW Vocabulary 1. Explain the significance of: hydrosphere, lithosphere, atmosphere, biosphere, continental shelf. Main Ideas 2. List examples of Earth’s landforms and water systems. How do these features help support life on our planet? 3. How are terrestrial planets and gas giant planets similar? How are they different? 4. Use a diagram like the one below to describe Earth’s place in the larger physical system that includes other planets, moons, and stars. Physical System Section 1 Critical Thinking 5. Think about Earth’s surface and list conditions that must be present in a space station in order to support life. 6. Drawing Conclusions NASA has recently launched space probes to explore Mars. Why might Mars have been chosen for these explorations? 7. Analyzing Visuals Study the diagram of the solar system on page 31. How is the size of a planet’s orbit influenced by its distance from the sun? ONLINE Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content. Close Summarizing Ask: What parts make up the biosphere? (atmosphere, lithosphere, hydrosphere) Writing About Geography 8. Descriptive Writing Consider the ratio of water and land on Earth. Describe how Earth’s landforms and bodies of water would be different if the proportions were reversed. Solar System Geography ONLINE Study Central™ To review this section, go to glencoe.com and click on Study Central. Planets Chapter 2 33 028-033_C02_S1_874529.indd 33 Answers 1. Definitions for the vocabulary terms are found in the section and the Glossary. 2. Answers will vary. Students can list specific or general features but should reflect an understanding of what is needed to support life on Earth. 3. They all orbit the sun. Excluding dwarf planets, they have all cleared the areas around their orbits of other orbiting bodies. Terrestrial planets have solid rocky crusts. Gas giants are more gaseous and less dense than terrestrial planets. 4. Solar system: planets, moons, asteroids, comets Section 1 Review 7/27/07 4:09:37 PM 5. Food, water, a breathable atmosphere, a source of heat 6. This question has multiple answers. Some possible reasons include its proximity to Earth, or the possibilities of finding life. 7. The further away from the sun a planet is, the wider its orbit. 8. Answers will vary but should reflect an understanding of the existing ratio of land to water, about 1 : 4. 33 CHAPTER Section 2 SECTION 2 Guide to Reading Section Preview Internal and external forces shape the Earth‘s surface. Focus Daily Focus Transparency 2.2 Content Vocabulary • core (p. 35) • spreading • mantle (p. 35) (p. 37) • crust (p. 35) • fold (p. 37) • continental • fault (p. 37) drift (p. 35) • faulting (p. 38) • plate tectonics • weathering CHAPTER 2 Continental Areas (in millions of square miles) ASIA AFRICA NORTH AMERICA SOUTH AMERICA EUROPE ANTARCTICA AUSTRALIA 17.1 11.7 9.4 6.9 5.5 4.1 3.0 (p. 35) The center of Earth is filled with intense heat and pressure. These natural forces drive numerous changes such as volcanoes and earthquakes that renew and enrich Earth’s surface. These physical processes can also disrupt, and often destroy, human life. As a result, scientists are working to learn how to predict them. (p. 39) • magma (p. 35) • subduction • erosion (p. 39) • glacier (p. 39) • moraine (p. 39) (p. 37) Guide to Reading • accretion (p. 37) Answers to Graphic: Academic Vocabulary • releasing (p. 35) • constantly (p. 35) • tension (p. 38) Forces of Change I. Earth’s Structure A. A Layered Planet B. Plate Movement II. Internal Forces of Change A. Colliding and Spreading Plates B. Folds and Faults C. Earthquakes D. Volcanic Eruptions III. External Forces of Change A. Weathering B. Wind Erosion C. Glacial Erosion D. Water Erosion Forces of Change Places to Locate • Himalaya (p. 37) • San Andreas Fault (p. 37) • Ko-be (p. 38) • San Francisco (p. 38) • Ring of Fire (p. 38) • Greenland (p. 40) • Antarctica (p. 40) Voices Around the World “[S]cientists are doing everything they can to solve the mysteries of earthquakes. They break rocks in laboratories, studying how stone behaves under stress. They hike through ghost forests where dead trees tell of long-ago tsunamis. They make maps of precarious, balanced rocks to see where the ground has shaken in the past, and how hard. They dig trenches across faults, searching for the active trace. They have wired up fault zones with so many sensors it’s as though the Earth is a patient in intensive care.” — Joel Achenbach, “The Next Big One,” National Geographic, April 2006 Reading Strategy Taking Notes As you read about the forces that change the Earth, use the major headings of the section to create an outline similar to the one below. Forces of Change I. Earth’s Structure A. B. II. Internal Forces of Change A. B. Section Spotlight Video Play the Section Spotlight Video for Chapter 2, Section 2. Ask students to evaluate whether the information in the video confirmed their knowledge of forces of change or presented new insights. A geologist studying earthquake activity Resource Manager 34 Unit 1 Reed Saxon/AP Images R Reading Strategies 034-040_C02_S2_874529.indd 34 C Critical Thinking D Differentiated Instruction W Writing Support S Skill Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Using Word Parts, p. 35 • Previewing, p. 37 • Sequencing Information, p. 38 • Formulating Questions, p. 38 • Making Inferences, p. 40 • Visual/Spatial, p. 35 • English Learners, p. 36 • Descriptive Writing, p. 39 • Using Geo. Skills, p. 36 Additional Resources Additional Resources • Foldables, p. 44 • Reteaching Act., URB p. 25 Additional Resources Additional Resources • Guided Reading 2-2, URB, p. 32 • RENTG, pp. 10–12 • Quizzes and Tests, p. 14 Additional Resources • Daily Focus Skills Trans. 2-2 5/4/07 4:52:35 PM Earth’s Structure MAIN Idea The Earth’s internal and external structure, including the tectonic plates, is responsible for the creation of the continents, oceans, and mountain ranges. GEOGRAPHY AND YOU Are there mountains near where you live? Read to learn how Earth’s mountains are formed. For hundreds of millions of years, the surface of the Earth has been in slow but constant motion. Some forces that change the Earth, such as wind and water, occur on the surface. Others, such as volcanic eruptions and earthquakes, originate deep in the Earth’s interior. A Layered Planet Plate Movement If you had seen the Earth from space 500 million years ago, the planet probably would not have looked at all like it does today. Many scientists believe that most of the landmasses forming our present-day continents were once part of CHAPTER Section 2 Crust—0–45 miles (0–70 km) below Earth’s surface; less than 1,800°F (1,000°C) Teach Mantle—1,860 miles (2,990 km) below Earth’s surface; 1,800–6,300°F (1,000–3,500°C) D D Differentiated Instruction Outer core—3,200 miles (5,150 km) below Earth’s surface; 6,300–7,200°F (3,500–4,000°C) Visual/Spatial Models can help students to visualize Earth’s layers. Make a clay model of the Earth, using a different color for each layer. Cut the model open to show the class the layers. BL Inner core—3,960 miles (6,370 km) below Earth’s surface; 7,200–8,500°F (4,000–4,700°C) 1. Location Which of Earth’s layers is between the crust and the outer core? R Reading Strategy 2. Location How much does the temperature change from the inner core to the outer core? From the outer core to the mantle? Using Word Parts Point out Use StudentWorks™ Plus or glencoe.com. THE WORLD The diagram at the right shows that Earth is composed of three main layers — the core, the mantle, and the crust. At the very center of the planet is a super-hot but solid inner core. Scientists believe that the inner core is made up of iron and nickel under enormous pressure. Surrounding the inner core is a band of melted iron and nickel called the liquid outer core. Next to the outer core is a thick layer of hot, dense rock called the mantle. The mantle consists of silicon, aluminum, iron, magnesium, oxygen, and other elements. This mixture continually rises, cools, sinks, warms up, and rises again, releasing 80 percent of the heat generated from the Earth’s interior. The outer layer is the crust, a rocky shell forming the Earth’s surface. This relatively thin layer of rock ranges from about 2 miles (3.2 km) thick under oceans to about 75 miles (121 km) thick under mountains. The crust is broken into more than a dozen great slabs of rock called plates that rest — or more accurately, float — on a partially melted layer in the upper portion of the mantle. The plates carry the Earth’s oceans and continents. Inside the Earth one gigantic supercontinent called Pangaea (pan•JEE•uh). The maps on the next page show R that over millions of years, this supercontinent has broken apart into smaller continents. These continents in turn have drifted and, in some places, recombined. The theory that the continents were once joined and then slowly drifted apart is called continental drift. The term plate tectonics refers to all of the physical processes that create many of the Earth’s physical features. Many scientists theorize that plates moving slowly around the globe have produced Earth’s largest features—not only continents, but also oceans and mountain ranges. Most of the time, plate movement is so gradual—only about 1 inch (2 to 3 cm) a year—that it cannot be felt. As they move, the plates may crash into each other, pull apart, or grind and slide past each other. Whatever their actions, plates are constantly changing the face of the planet. They push up mountains, create volcanoes, and produce earthquakes. When the plates spread apart, magma, or molten rock, is pushed up from the mantle, and ridges are formed. When plates bump together, one may slide under another, forming a trench. Chapter 2 that the prefix super- has slightly different meanings, depending on context. In the case of supercontinent, the prefix super- indicates an entity or a category that includes a number of lesser items of the same kind. Therefore, a supercontinent is a landmass made up of a number of continents. OL Answers 1. mantle 2. The outer core is 900–2,200°F (500–1,200°C) cooler than the inner core. The mantle is 4,500–5,400°F (2,500–3,000°C) cooler than the outer core. 35 Hands-On Chapter Project Step 2 Conservation Campaign 034-040_C02_S2_874529.indd 35 Step 2: Where Do You Get Your Water? Have student pairs research and prepare a poster or computer presentation illustrating where your school gets its water. 7/27/07 4:47:32 PM Directions Have pairs of students Putting It Together Allow time for the research which local agency controls water quality in your area. Have students answer questions such as: “How is water quality determined?” “What is done to purify the water?” “How clean is the drinking water?” “What threatens the quality of the school’s water?” “How is the water delivered to customers?” pairs to share what they have learned. Pairs may wish to make a computer-generated presentation showing the path of water to their school. OL (Chapter Project continues on page 42.) 35 CHAPTER D ‘‘ Section 2 Internal Forces of Change [W]e have a highly successful theory, called plate tectonics, that explains . . . why continents drift, mountains rise, and volcanoes line the Pacific Rim. Plate tectonics may be one of the signature triumphs of the human mind. . . . Differentiated Instruction ’’ MAIN Idea Plate tectonics is responsible for folding, lifting, bending, and breaking parts of the Earth’s surface. Joel Achenbach, “The Next Big One,” National Geographic, April 2006 English Learners Explain that molten rock is liquid. It is melted under great pressure and heat. Solid plates float on the liquid rock below. When the liquid rock moves, the plates move too. ELL Many scientists estimate that plate tectonics has been shaping the Earth’s surface for 2.5 to 4 billion years. According to some scientists, plate tectonics will have sculpted a whole new look for our planet millions of years from now. Scientists, however, have not yet determined D exactly what causes plate tectonics. They theorize that heat rising from the Earth’s core may create slow-moving currents within the mantle. Over millions of years, these currents of molten rock may shift the plates around, but the movements are extremely slow and difficult to detect. S Skill Practice Using Geography Skills Point out the small, green landmass east of Africa. Have students compare the maps here with a modern world map. Ask: What is this landmass? (Indian subcontinent) What features can help identify it? (general shape and size; its path, which appears to be moving toward its current position) AL GEOGRAPHY AND YOU Have you seen news coverage about earthquakes or volcanoes in different parts of the world? Read to learn how the internal forces of plate tectonics can cause such natural disasters. Earth’s surface has changed greatly over time. Scientists believe that some of these changes come from forces associated with plate tectonics. One of these forces relates to the movement of magma within the Earth. Others involve movements that can fold, lift, bend, or break the solid rock at the Earth’s crust. Movement What is the theory of 1. Regions How does the first map of Pangaea compare to the last map? The map of plate movement? continental drift? 2. Movement Which plates are moving toward each other? Away from each other? Continental Drift E A Answer: the theory that the continents were once joined and then drifted apart Use StudentWorks™ Plus or glencoe.com. EQUATOR PA N G A EQUATOR 225 million years ago 200 million years ago S Answers 1. Pangaea is one mass. The last map shows many landmasses (continents). EQUATOR EQUATOR 2. Africa is moving toward Asia. South America is moving away from Africa. 135 million years ago Africa Eurasia Differentiated Instruction 65 million years ago Australia North America Antarctica South America 36 Unit 1 034-040_C02_S2_874529.indd 36 5/4/07 4:53:03 PM Leveled Activities BL Authentic Assessment, p. 32 Name Date OL Differentiated Instruction, p. 6 AL Differentiated Instruction, p. 5 CHAPTER Class Key Terms and Reinforcement Vocabulary Activity, URB, p. 24 Name 2 Authentic Assessment ELL Date Key Terms and Reinforcement A C T I V I T Y Class 2 Plate Tectonics and Mountain Ranges Ask students to identify the major mountain ranges in the world and investigate the different ways plate tectonics formed those ranges (subduction, etc.) Have the students present their findings in an oral report to the class using visuals. Use with Chapter 2 Background DIRECTIONS: Procedure 1. Describing Landforms Describing Landforms 2. Match each description in the first column with the correct item in the second column. Write the letter of the answer in the blank at the left of each description. Not all terms will be used. 1. a. 2. b. c. Objectives a. b. Desalination Desalination 3. d. 4. e. 5. f. 6. g. 3. h. 7. Task c. Identifying Physical Features Identifying Physical Features d. e. 36 Audience Assessment 1. 2. Materials 3. 4. Create a Time Line Ask students to research the tools that geographers and scientists have used over the centuries to create maps, measure changes in climate, and determine the earth’s position in the solar system. Use the students’ information to create a classroom time line showing the progress of geographers’ tools. Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc. b. Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc. a. How Geographers Look at the World j. 9. k. l. Visit www.usgs.gov to see all the different ways geographers look at your state. You will find examples of the highest elevation, climate, water usage, etc. Look at five different facts about your home state and record your findings on a small poster. Earth’s Physical Features i. 8. 10. 11. Earth’s Physical Features m n. o. 12. p. 13. q. 14. r. 15. s. t. 16. u. 17. v. w. 18. x. with steep sides and sharp peaks, and piles up the resulting debris in trenches. This buildup can cause Mountains are formed in areas where giant concontinents to grow outward. Most scientists believe tinental plates collide. For example, the Himalaya that much of western North America expanded mountain ranges in South Asia were thrust upward outward into the Pacific Ocean over more than when the Indian landmass drifted against Eurasia. 200 million years as a result of accretion. Himalayan peaks are getting higher as the Indian New land can also form when two sea plates landmass continues to move northward. converge. In this process, one plate moves under Mountains are also created when a sea plate the other, often forming an island chain at the collides with a continental plate. The diagram boundary. Sea plates also can pull apart in a proon page 38 shows how in a process called cess known as spreading. The resulting rift, or deep subduction (suhb•DUHK•shuhn) the heavier crack, allows magma from within the Earth to well sea plate dives beneath the lighter continental up between the plates. The magma hardens to build plate. Plunging into the Earth’s interior, the sea undersea volcanic mountains or ridges and some R plate becomes molten material. Then, as magma, islands. This spreading activity occurs down the it bursts through the crust to form volcanic middle of the Atlantic Ocean’s floor, pushing mountains. The Andes, a mountain system in Europe and North America away from each other. South America, was formed over millions of years as a result of subduction. The Nazca Plate Folds and Faults slid beneath the South American Plate. In other cases where continental and sea plates Moving plates sometimes squeeze the Earth’s meet, a different process, known as accretion, surface until it buckles. This activity forms folds, occurs. During accretion (uh•KREE•shuhn), pieces or bends, in layers of rock. In other cases, plates of the Earth’s crust come together slowly as the sea may grind or slide past each other, creating cracks plate slides under the continental plate. This movein the Earth’s crust called faults. One famous ment levels off seamounts, underwater mountains fault is the San Andreas Fault in California. Colliding and Spreading Plates CHAPTER R Reading Strategy Previewing Have students THE WORLD Plate Movement Plate boundary Direction of plate movement NORTH AMERICAN PLATE EURASIAN PLATE JUAN DE FUCA PLATE PHILIPPINE PLATE INDIAN PLATE Section 2 quickly glance at the passage to identify the three highlighted terms: subduction, accretion, and spreading. Then have students read the first sentence of each paragraph, and write out the five kinds of interactions discussed in the passage. (continental plates colliding, sea plate and continental plate colliding, sea plate sliding under continental plate, sea plates converging, sea plates pulling away from each other) Finally, have students read the whole passage for meaning. BL EURASIAN PLATE CARIBBEAN PLATE COCOS PLATE ARABIAN PLATE AFRICAN PLATE PACIFIC PLATE SOMALI PLATE NAZCA PLATE AUSTRALIAN PLATE SOUTH AMERICAN PLATE N W E S ANTARCTIC PLATE SCOTIA PLATE Chapter 2 034-040_C02_S2_874529.indd 37 Illustrating Ask: What happens when plates meet? Divide students into groups of four, and give each group four large pieces of foam rubber measuring roughly 3 feet (1 m) square and 4 inches (10 cm) thick. Have each group label two pieces as sea plates and two as continental plates. One student will hold one plate so that it touches the other plates. Have students demonstrate Additional Support 37 Activity: Collaborative Learning 5/4/07 4:53:09 PM what happens when two continental plates collide. (plates grind past each other or push up against each other) Ask: What does this form? (faults or mountains, respectively) Next, have a sea plate slide under a continental plate. Ask: What two processes occur this way? (subduction and accretion) Ask: Why does the sea plate slide under the continental plate? (sea plate is heavier) Have students demonstrate two sea plates colliding (One slides under the other.) Ask: What can this produce? (new landforms such as island chains) Make sure students move very slowly, to demonstrate that these processes happen in small increments over long periods of time. OL 37 CHAPTER The process of faulting occurs when the folded land cannot be bent any further. Then the Earth’s crust cracks and breaks into huge blocks. The blocks move along the faults in different directions, grinding against each other. The resulting tension may release a series of small jumps, felt as minor tremors on the Earth’s surface. Section 2 C Critical Thinking that cradle the Pacific meet the plates that hold the continents surrounding the Pacific. North America, South America, Asia, and Australia are affected by their location on the Ring of Fire. Volcanic Eruptions Volcanoes are mountains formed by lava or by magma that breaks through the Earth’s crust. Volcanoes often rise along plate boundaries Earthquakes where one plate plunges beneath another, as Sudden, violent movements of tectonic plates along the Ring of Fire. In such a process, the along a fault line are known as earthquakes. These rocky plate melts as it dives downward into the shaking activities dramatically change the surface hot mantle. If the molten rock is too thick, its of the land and the floor of the ocean. During a flow is blocked and pressure builds. A cloud of severe earthquake in Alaska in 1964, a portion of ash and gas may then spew forth, creating a funthe ground lurched upward 38 feet (11.6 m). nel through which the red-hot magma rushes to Earthquakes often occur where plates meet. the surface. There the lava flow may eventually Tension builds up along fault lines as the plates form a large volcanic cone topped by a crater, a R stick. The strain eventually becomes so intense bowl-shaped depression at a volcano’s mouth. that the rocks suddenly snap and shift. This Volcanoes also arise in areas away from plate C movement releases stored-up energy along the boundaries. Some areas deep in the Earth are hotfault. The ground then trembles and shakes as ter than others, and magma often blasts through shock waves surge through it moving away from the surface as volcanoes. As a moving plate passes the area where the rocks first snapped apart. over these hot spots, molten rock flowing out of In recent years disastrous earthquakes have the Earth may create volcanic island chains, such occurred in Kōbe, Japan, and in Los Angeles and as the Hawaiian Islands. At some hot spots, molSan Francisco. These cities are located along the ten rock may also heat underground water, causRing of Fire, one of the most earthquake-prone ing hot springs or geysers like Old Faithful in areas on the planet. The Ring of Fire is a zone of Yellowstone National Park. earthquake and volcanic activity around the Location Where is the Ring of Fire? perimeter of the Pacific Ocean. Here the plates Formulating Questions Have students read the passage. Ask: What three questions can you ask about earthquakes? (Students’ questions may address earthquakes in general, or cover specific earthquakes.) OL For additional practice on the skill, see the Skills Handbook. R Reading Strategy Sequencing Information Have students read each paragraph in the passage. Then, in their own words, have them write numbered steps on the two ways that volcanoes form. Students may write each step on an index card, and use these to practice ordering the steps as a review. BL Forces of Change Answer: around the perimeter of the Pacific Ocean Additional Support 38 Unit 1 Activity: Interdisciplinary Connection 034-040_C02_S2_874529.indd 38 Sociology Have students use the Internet relate to public health. For example, damage issues such as depression, suicide) Point out to research the effect of a major earthquake (magnitude 7.0 or greater) on public health. In their research, students should note the magnitude of the earthquake, the size and density of the area population, and the physical characteristics of the location. Have students identify problems arising in the aftermath of a major seismic event as these 38 to infrastructure can lead to problems with sanitation; blocked roads and damaged communications lines can impede relief efforts. Ask: What are some challenges to public health following a major earthquake? (Sample answers: lack of clean water, increased infectious disease outbreaks, damaged infrastructure impedes relief efforts, mental health that despite differences in physical surroundings, people in crowded urban areas and in isolated mountainous regions face many of the same basic challenges. Schedule a time for an extended discussion in which students can share their findings with the class. OL 5/4/07 4:53:22 PM External Forces of Change MAIN Idea External forces such as weathering and erosion also shape the surface of the Earth. GEOGRAPHY AND YOU Have you ever seen soil washed over the road after a heavy rain? Read to learn how wind and rain can shape Earth’s surface. External forces, such as wind and water, also change the Earth’s surface. Wind and water movements involve two processes. Weathering breaks down rocks, and erosion wears away the Earth’s surface by wind, glaciers, and moving water. Wind Erosion CHAPTER Wind erosion involves the movement of dust, sand, and soil from one place to another. Plants help protect the land from wind erosion; however, in dry places where people have cut down trees and plants, winds pick up large amounts of soil and blow it away. Wind erosion can provide some benefits. The dust carried by wind often forms large deposits of mineral-rich soil. Section 2 W Writing Support Descriptive Writing Point out that burning fossil fuels such as gasoline contributes to acid rain formation. Have students research and write a one-page description of this process. (Essays will vary, but should note that fossil fuel combustion creates carbon dioxide, which forms an acidic solution when dissolved in water.) AL Glacial Erosion THE WORLD Another cause of erosion is glaciers, or large bodies of ice that move across the Earth’s surface. Glaciers form over time as layers of snow press together and turn to ice. Their great weight causes them to move slowly downhill or spread outward. As they move, glaciers pick up rocks and Weathering soil in their paths, changing the landscape. They The Earth is changed by two basic kinds of can destroy forests, carve out valleys, alter the weathering. Physical weathering occurs when courses of rivers, and wear down mountaintops. large masses of rock are physically broken down When glaciers melt and recede, in some places into smaller pieces. For example, water seeps they leave behind large piles of rocks and debris into the cracks in a rock and freezes, then called moraines. Some moraines form long ridges expands and causes the rock to split. Chemical W of land, while others form dams that hold water weathering changes the chemical makeup of back and create glacial lakes. rocks. For example, rainwater that contains carbon dioxide from the air easily dissolves certain rocks, such as limestone. Many of the world’s caves have been and continue to be formed by this process. 1. Place How does accretion create deep trenches? 2. Human-Environment Interaction How have human settlements been affected by the process of faulting? Answers 1. As mountains are leveled, the buildup of debris makes trenches. 2. Earthquakes have leveled towns and cities. Use StudentWorks™ Plus or glencoe.com. Additional Support Chapter 2 39 034-040_C02_S2_874529.indd 39 Activity: Technology Connection 7/30/07 8:46:18 AM Making Connections Ask: How do well as the social and economic impact of the processes beneath the Earth’s crust that physical processes inside the Earth affect the inhabitants on its surface? Students will work in teams to research a volcanic eruption or earthquake. Each team will present a newscast-style report to the class that incorporates the scientific background, as the event. Ask students to gather information from at least three reliable sources, such as newspaper archives, scientific journals, and agencies such as the U.S. Geological Survey. The report should include the date and location of the event, and should trace caused the event. The event’s social and economic consequences should be reported in terms of immediate and long-term effects. Students can create a computer simulation or use presentation software to illustrate their findings. AL 39 CHAPTER There are two types of glaciers . Sheet glaciers are flat, broad sheets of ice. Today sheet glaciers cover most of Greenland and all of Antarctica. They advance a few feet each winter and recede in the summer. Large blocks of ice often break off from the coastal edges of sheet glaciers to become icebergs floating in the ocean. Mountain glaciers, located in high mountain valleys where the climate is cold, gouge out round, U-shaped valleys as they move downhill. Section 2 C Critical Thinking Making Inferences Ask: During what season would most erosion take place along mountain rivers? Why? (Spring, because snow melt increases the volume of rivers.) AL Water Erosion Water erosion begins when springwater and rainwater flow downhill in streams, cutting into the land, and wearing away the soil and rock. The resulting sediment grinds away the surface of rocks along the stream’s path. Over time, the eroding action of water forms first a gully and then a C V-shaped valley. Sometimes valleys are eroded even further to form canyons. The Grand Canyon is an example of the eroding power of water. Oceans also play an important role in water erosion. Pounding waves continually erode coastal cliffs, wear rocks into sandy beaches, and move sand away to other coastal areas. For additional practice on this skill, see the Skills Handbook. Caption Answer: Water wears away rock and moves soil. Answer: Regions How have many of the world’s caves been formed? weathering SECTION Assess Geography Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content. Main Ideas 2. How does the internal structure of the Earth influence the creation of continents, oceans, and mountain ranges? 3. Describe the two kinds of weathering and the three kinds of erosion that shape the surface of the Earth. 4. Use a chart like the one below to explain how plate tectonics is responsible for folding, lifting, bending, and breaking parts of Earth’s surface. Close Identifying Use the outline Forces of Change described on p. 34 to review the main points of the section. Section 2 Movement How does water erosion form valleys and canyons? 2 REVIEW Vocabulary 1. Explain the significance of: core, mantle, crust, continental drift, plate tectonics, magma, subduction, accretion, spreading, fold, fault, faulting, weathering, erosion, glacier, moraine. ONLINE Fast-moving water, the most significant cause of erosion, helped create the Delicate Arch in Arches National Park near Moab, Utah. Process How It Works Critical Thinking 5. Based on your understanding of plate tectonics, what changes would you predict to the Earth’s appearance millions of years from now? 6. Drawing Conclusions In what ways can erosion be both beneficial and harmful to agricultural communities? 7. Analyzing Visuals Study the map of plate movement on page 37. Which plates are responsible for the earthquakes that have occurred in California? Writing About Geography 8. Descriptive Writing Review how internal forces shape the surface of the Earth. Now imagine that the mantle ceased to circulate molten rock. Write a description of how land formation on the surface of the Earth would be different. Example Subduction Geography ONLINE Study Central™ To review this section, go to glencoe.com and click on Study Central. Review 40 Unit 1 ML Sinibaldi/CORBIS 034-040_C02_S2_874529.indd 40 1. Definitions for the vocabulary terms are found in the section and the Glossary. 2. Plates float on liquid mantle. Mantle moves, warming, cooling, rising, sinking. Plates move together and apart; land is pushed upwards or volcanic rifts are formed. 3. Physical weathering breaks large rocks into smaller pieces. Chemical weathering changes the chemical makeup of the rocks. Erosion is caused by wind, glaciers, or moving water. 4. Subduction: sea plate dives beneath continental plate and melts into magma, then 40 7/30/07 8:54:39 AM Answers bursts through crust forming volcanic mountains; example: the Andes. Accretion: sea plate slides under continental plate piling up debris, causing continents to grow outward; example: western North America. Spreading: two sea plates pull apart, magma wells up between the plates forming volcanic mountains and islands; example: Atlantic Ocean, pushing North America and Europe apart. Faulting: folded land cannot bend further, breaking crust into huge blocks; example: San Andreas Fault. 5. Answers will vary but students should understand that some landforms will be pushed further apart while others collide. 6. Erosion brings rich soil into the area, helping crops, but it can also strip the land of good soil. 7. Pacific Plate and North American Plate 8. Answers may vary. Complete answers should discuss the importance of internal forces in formation of landforms like mountains and islands, and how external forces would continue to shape Earth. SECTION 3 Guide to Reading Section Preview Earth’s water cycle keeps the amount of water on our planet, both freshwater and salt water, fairly constant. Earth’s Water CHAPTER A submarine crew investigating the Arctic Ocean can still experience the thrill of exploring uncharted territory — one of Earth’s last frontiers. Although humans live mostly on land, water is important to our lives, and all living things need water to survive. Focus Section 3 Daily Focus Transparency 2.3 CHAPTER 2 Content Vocabulary • water cycle (p. 42) • evaporation (p. 42) • condensation (p. 42) • precipitation (p. 42) • desalination (p. 43) • groundwater (p. 44) • aquifer (p. 44) Voices Around the World Percent of Population with Access to Safe Drinking Water “In a world that’s been almost completely mapped, it’s easy to forget why cartographers used to put monsters in the blank spots. Today we got a reminder. The submarine captain had warned us that we were in uncharted waters. . . . Yet the first days of our cruise through this ice-covered ocean, Earth’s least explored frontier, were . . . smooth. . . . Even when we passed over a mile-high mountain that no one on the planet knew existed, the reaction was one of quiet enthusiasm — ‘Neat.’ ” Academic Vocabulary • area (p. 43) • focus (p. 43) • source (p. 44) 85 – 95 57 – 76 95 –100 76 – 85 No Data Guide to Reading Answers to Graphic: — Glenn Hodges, “The New Cold War,” National Geographic, March 2000 Places to Locate • Pacific Ocean (p. 43) • Atlantic Ocean (p. 43) • Indian Ocean (p. 43) • Arctic Ocean (p. 43) • Mediterranean Sea (p. 43) • Gulf of Mexico (p. 43) 13 – 57 Water Cycle precipitation evaporation condensation Section Spotlight Video Reading Strategy Organizing As you read, complete a graphic organizer similar to the one below by listing the processes that contribute to the water cycle. Play the Section Spotlight Video for Chapter 2, Section 3. Ask students to evaluate whether the information in the video confirmed their knowledge of Earth’s water or presented new insights. Water Cycle A pilot aboard a submarine research vessel Chapter 2 Resource Manager 41 Sandra Teddy/Getty Images 041-045_C02_S3_874529.indd 41 R Reading Strategies Teacher Edition • Academic Vocab., p. 43 C Critical Thinking Teacher Edition • Making Inferences, p. 44 D Differentiated Instruction 5/4/07 4:54:39 PM W Writing Support S Skill Practice Teacher Edition Teacher Edition Teacher Edition • English Learners, p. 42 • Expository Writing, p. 43 • Visual Literacy, p. 43 Additional Resources Additional Resources Additional Resources • Guided Reading 2-3, URB, p. 33 • RENTG, pp. 13–15 • GeoLab, URB, p. 5 • Quizzes and Tests, p. 15 • Standardized Test Practice, p. 3 • Graphic Organizer Trans., pp. 19–20 Additional Resources Additional Resources • Authentic Assess., p. 32 • Daily Focus Skills Trans. 2-3 CHAPTER The Water Cycle Section 3 MAIN Idea The amount of water on Earth remains fairly constant and moves in the water cycle. GEOGRAPHY AND YOU Have you ever experienced a day when the air just felt heavy and wet? Read to learn what causes such conditions and how they are related to the water cycle. Teach D Differentiated Instruction As you recall, oceans, lakes, rivers, and other bodies of water make up the Earth’s hydrosphere. Almost all of the hydrosphere is salt water found in the oceans, seas, and a few large saltwater lakes. The remainder is freshwater found in lakes, rivers, and groundwater. The total amount of water on Earth does not change, but the Earth’s water is constantly movD ing — from the oceans to the air to the land and finally back to the oceans. The water cycle is the name given to this regular movement of water. The diagram below shows how the water cycle works. The sun drives the cycle by evaporating water from the surfaces of oceans, lakes, and streams. Evaporation is the changing of liquid water into vapor, or gas. The sun’s energy causes evaporation. English Learners The passage includes nouns identifying bodies of water and forms of precipitation. Some terms are quite similar (such as ocean and sea, sleet and snow). Have students look up each term and write a unique definition for it. ELL Answers 1. evaporation 2. Organisms would have no water, and they need water to live. The Water Cycle Water vapor rising from the oceans, other bodies of water, and plants is gathered in the air. The amount of water vapor the air holds depends on its temperature. Warm, less dense air holds more water vapor than does cool air. When warm air cools, it cannot retain all of its water vapor, so the excess water vapor changes into liquid water—a process called condensation. Tiny droplets of water come together to form clouds. When clouds gather more water than they can hold, they release moisture, which falls to the Earth as precipitation — rain, snow, or sleet, depending on the air temperature and wind conditions. This precipitation sinks into the ground and collects in streams and lakes to return to the oceans. Soon most of it evaporates, and the cycle begins again. The amount of water that evaporates is approximately the same amount that falls back to the Earth. This amount varies little from year to year. Thus, the total volume of water in the water cycle is more or less constant. Regions What drives the Earth’s water cycle? 1. Movement In which part of the water cycle does liquid become vapor? 2. Human-Environment Interaction How would life on Earth be different if there were no precipitation? Use StudentWorks™ Plus or glencoe.com. Answer: the sun Hands-On Chapter Project 42 Unit 1 Step 3 Conservation Campaign Step 3: Calculating Water Usage Ask: How much water do you use? Pairs of students will monitor daily water usage in their homes, and propose ways to conserve water. Directions Have students determine daily water usage for their home. Some students will find this information on utility 42 bills. The amount of water used by appliances may be found in owner manuals. To calculate water usage for other sources (sinks, showers, sprinklers, toilets), students should measure the volume of water flow per minute, and multiply this rate by total minutes of use per day. The sum of these amounts equals the household’s daily usage. After daily usage is determined, have students brainstorm ways to reduce water 041-045_C02_S3_874529.indd 42 usage at home, and calculate how much 7/30/07 water their families would save by following the plan. Summarizing Have students use a computer to create graphs and charts comparing their water usage and potential water savings. Allow class time for students to share their findings with the class. OL (Chapter Project continues on Visual Summary page.) 10:50:29 AM Bodies of Salt Water MAIN Idea CHAPTER Section 3 Salt water covers much of the Earth’s surface. GEOGRAPHY AND YOU Have you ever been swimming in the ocean? Read to learn about Earth’s bodies of salt water. S Skill Practice Visual Literacy Have students W use a map to locate examples of the bodies of water discussed in this passage. Students should identify and distinguish between an ocean, a sea, a gulf, and a bay. BL Seen from space, the Earth’s oceans and seas are more prominent than its landmasses. About 70 percent of the Earth’s surface is water, but almost all of it is salt water. Freshwater makes up only a small percentage of Earth’s water. Oceans R Reading Strategy Academic Vocabulary Focus can be used as a noun or a verb. Ask: What form is used in this passage? (verb) Have students write a sentence using each form. OL Because desalination is expensive, only a small amount of freshwater is obtained this way. Even so, certain countries in Southwest Asia and North Africa use desalination because other freshwater sources are scarce. Many of these countries also have the energy supplies to run the desalination plants cheaply. THE WORLD About 97 percent of the Earth’s water consists of a huge, continuous body of water that circles the planet. Geographers divide this enormous expanse into five oceans: the Pacific, the Atlantic, the Indian, the Arctic, and the Southern (which extends from the coast of Antarctica north to 60° S latitude). The Pacific, the largest of the oceans, covers more area than all the Earth’s land combined. The Pacific Ocean is also deep enough in some places to cover Mount Everest, the world’s highest mountain, with more than S 1 mile (1.6 km) to spare. Seas, gulfs, and bays are bodies of salt water smaller than oceans. These bodies of water are often partially enclosed by land. As one of the world’s largest seas, the Mediterranean Sea is almost entirely encircled by southern Europe, northern Africa, and southwestern Asia. The Gulf of Mexico is nearly encircled by the coasts of the United States and Mexico. Scientists have identified 66 separate seas, gulfs, and bays and many smaller divisions. ‘‘ That the planet’s fresh water is consumed profligately is beyond doubt, particularly in agriculture, which accounts for 70 percent of all water use. Getting more out of each drop of water is imperative, for as the world’s population increases and the demand for food soars, unchecked irrigation poses a serious threat to rivers, wetlands, and lakes. ’’ Regions What are bodies of salt Leveled Activities 041-045_C02_S3_874529.indd 43 BL Reading Essentials/ Note-Taking Guide, p. 14 OL Reinforcing Skills Activity, URB, p. 27 Name Bodies of Salt Water Date AL students study the “Desalination Through Distillation” diagram and write a paragraph describing the process in their own words. OL Geography Although 97 percent of the world’s water is water smaller than oceans? found in oceans, the water is too salty for drinking, farming, or manufacturing. Today efforts focus on ways to meet the world’s increasing R Geography ONLINE need for freshwater, such as turning ocean water Student Web Activity Visit the World Geography into freshwater by removing the salt in a proand Cultures Web site at glencoe.com and click on cess known as desalination. The diagram above Student Web Activities—Chapter 2 for an activity about shows one way that salt water can be turned the Earth’s oceans. into freshwater. Chapter 2 Expository Writing Have ONLINE Objectives and answers to the Student Web Activity can be found at glencoe.com under the Web Activity Lesson Plan for this program. —Fen Montaigne, “Water Pressure,” National Geographic, September 2002 Salt Water to Freshwater W Writing Support Answer: seas, gulfs, and bays Differentiated Instruction 43 7/30/07 10:52:14 AM Differentiated Instruction, p. 6 Class ELL Vocabulary Activity, URB, p. 24 Name Date (page 43) A C T I V I T Y Class 2 Plate Tectonics and Mountain Ranges First, read the section. Next, ask yourself, “what would this look like?” Finally, write a description on the lines below. About 70 percent of the Earth’s surface is water. Almost all of the Earth’s water is salt water. About 97 percent of the Earth’s water consists of a continuous body of water that circles the planet. Geographers divide this expanse into four oceans: the Pacific, the Atlantic, the Indian, and the Arctic. The Pacific Ocean is the largest ocean. The Pacific covers more area than all Earth’s land combined, and is deep enough in some places to cover Mount Everest. Seas, gulfs, and bays are bodies of salt water smaller than oceans. The Mediterranean Sea is almost entirely encircled by Europe, Africa, and Asia. The Gulf of Mexico is nearly encircled by the coasts of the United States and Mexico. The water found in oceans is too salty for drinking, farming, or manufacturing. A process called desalination is used in some areas to remove the salt to turn salt water into freshwater. Ask students to identify the major mountain ranges in the world and investigate the different ways plate tectonics formed those ranges (subduction, etc.) Have the students present their findings in an oral report to the class using visuals. Describing Landforms DIRECTIONS: Study the chart about selected lakes in Africa, and answer the following questions. Lake Desalination Area in Square Miles (square kilometers) Maximum Depth in Feet (meters) a. 2. b. 26,828 (69,484) 270 (82) 3,720 (1,134) Tanganyika 12,700 (32,893) 4,823 (1,470) 2,534 (772) 11,150 (28,878) 2,280 (695) 1,550 (472) Chad 6,300 (16,317) 24 (7) 787 (240) Turkana 2,473 (6,405) 240 (73) 1,230 (375) Albert 2,075 (5,374) 168 (51) 2,030 (619) Kariba 2,050 (5,309) 390 (119) 1,590 (485) Identifying Physical Features Identifying Physical Features 1. 2. 3. Create a Time Line 4. Ask students to research the tools that geographers and scientists have used over the centuries to create maps, measure changes in climate, and determine the earth’s position in the solar system. Use the students’ information to create a classroom time line showing the progress of geographers’ tools. 6. d. 4. e. 5. f. 6. g. 7. Source: The World Almanac 2001 5. 3. h. Elevation in Feet (meters) Victoria Nyasa Desalination Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Read the title and quickly review the section to get a general idea of the content. Then write a sentence or two explaining what the lesson is about. (page 44) About 3 percent of the Earth’s total water supply is freshwater. Most of this 3 percent is not available for human consumption. More than 2 percent is frozen in glaciers and ice caps, and 0.5 percent is found beneath the Earth’s surface. Lakes, streams, and rivers contain less than 1 percent of Earth’s water. A lake is a body of water completely surrounded by land. Most lakes contain freshwater. Most lakes were caused by glacial movement. Flowing water forms streams and rivers. Rain, runoff, and water from tributaries or branches swell rivers as they flow toward a lake, gulf, sea, or ocean. Groundwater is freshwater that lies beneath the Earth’s surface. Groundwater comes from rain and melted snow, and from water that seeps into the soil from lakes and rivers. An underground porous rock layer often saturated by slow flows of water is called an aquifer. Aquifers and groundwater are important sources of freshwater. Match each description in the first column with the correct item in the second column. Write the letter of the answer in the blank at the left of each description. Not all terms will be used. 1. c. Practicing the Skill FACTS ABOUT SELECTED LAKES IN AFRICA Bodies of Freshwater DIRECTIONS: Describing Landforms i. 8. j. 9. k. l. 10. 11. m n. o. 12. p. 13. q. 14. r. 15. s. t. 16. u. 17. v. w. 18. x. 43 CHAPTER Bodies of Freshwater Section 3 MAIN Idea Although there is a small amount of freshwater on Earth, it is necessary to sustain life. GEOGRAPHY AND YOU Does your family or community get its water from a well? Read to learn about groundwater, one of Earth’s freshwater sources. C Critical Thinking Making Inferences Ask: How could a toxic chemical spill affect the water supply of a nearby community? (If chemicals seep into the groundwater, they will contaminate the community’s source of drinking water.) AL Only about 3 percent of the Earth’s total water supply is freshwater, and most is not available for human consumption. More than 2 percent is frozen in glaciers and ice caps. Another 0.5 percent is found beneath the Earth’s surface. Lakes, streams, and rivers contain less than 1 percent of the Earth’s water. Groundwater Groundwater, freshwater that lies beneath the Earth’s surface, comes from rain and melted snow that filter through the soil and from water that seeps into the ground from lakes and rivers. Wells and springs tap into groundwater and are Lakes, Streams, and Rivers A lake is a body of water completely sur- C important sources of freshwater for people in many rural areas and in some cities. An underrounded by land. Most lakes contain freshwater, ground porous rock layer often saturated by although some, such as Southwest Asia’s Dead very slow flows of water is called an aquifer Sea and Utah’s Great Salt Lake, are saltwater (A•kwuh•fuhr). Aquifers and groundwater are remnants of ancient seas. Most lakes are found important sources of freshwater. where glacial movement has cut deep valleys and built up dams of soil and rock that held back melting ice water. North America has thouPlace What are the sources of sands of glacial lakes. Earth’s freshwater? For additional practice on this skill, see the Skills Handbook. Answer: aquifers, groundwater, springs, lakes, rivers, meltwater Assess Geography Flowing water forms streams and rivers. Meltwater, an overflowing lake, or a spring may be the source, or beginning, of a stream. Streams may combine to form a river, a larger stream of higher volume that follows a channel along a particular course. When rivers join, the major river systems that result may flow for thousands of miles. Rain, runoff, and water from tributaries or branches swell rivers as they flow toward a lake, gulf, sea, or ocean. The place where the river empties into another body of water is its mouth. SECTION ONLINE Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content. 3 REVIEW Vocabulary 1. Explain the significance of: water cycle, evaporation, condensation, precipitation, desalination, groundwater, aquifer. Main Ideas 2. How does the water cycle function to maintain a fairly constant amount of water on the Earth? 3. Describe the bodies of salt water that cover much of the Earth’s surface. 4. Use a web diagram like the one below to identify the bodies of freshwater that are necessary to sustain life on Earth. Close Summarizing Ask: What are the main parts of the water cycle? (evaporation, condensation, precipitation) Earth’s Freshwater Features Critical Thinking 5. Use your knowledge of the water cycle to explain how droughts might occur. 6. Making Inferences Why might salt water someday provide water for drinking, farming, and manufacturing? 7. Identifying Cause and Effect When drinking water is contaminated by hazardous substances, how is it released on land or into rivers and lakes? 8. Analyzing Visuals Look at the diagram of the water cycle on page 42. What source of water supplies wells and springs? Writing About Geography 9. Expository Writing Many large urban areas developed in river basins. Write a description of how a river or rivers contributed to the development of your community. Geography Section 3 Review 44 Unit 1 041-045_C02_S3_874529.indd 44 1. Definitions for the vocabulary terms are found in the section and the Glossary. 2. Water evaporates from large bodies of water, condenses into clouds, falls back to the Earth as precipitation, runs off into groundwater that goes into rivers and oceans, where it evaporates once more. 3. Oceans make up a huge body of salt water that circles the planet. It is divided into 5 oceans that make up 97% of the Earth’s water. 44 ONLINE Study Central™ To review this section, go to glencoe.com and click on Study Central. 5/4/07 4:55:14 PM Answers 4. lakes, groundwater, streams, rivers, aquifers 5. Answers will vary but may include that it is too cold for the sun to cause evaporation to occur or that the air is too warm for condensation to happen. 6. because desalination technology will have become cheap enough for common use 7. through runoff or being leached into the soil 8. groundwater 9. Answers will vary based on the community. Students should be graded on their ability to show the relationship of the community to a river. CHAPTER 2 VISUAL SUMMARY Study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. VISUAL SUMMARY Illustrating Have students work together to create a natural history museum exhibit about Earth’s features and processes. Displays might include a mobile of the solar system, a model of Earth’s structure, an illustration of Earth’s internal and external forces of change, or a diagram of the water cycle. Students may work in small groups to develop displays. Encourage students to be accurate and creative and to use a variety of media. OL PLANET EARTH • Earth is the third planet from the sun in our solar system. It is one of four planets with a solid, rocky crust, and the only planet with liquid water on its surface. • Earth’s proximity to the sun allows for liquid water on the surface needed to sustain life. • Earth also has an atmosphere that protects life from the harmful effects of the sun and keeps the Earth at a temperature suitable for a variety of life -forms. Earth from space Did You Know? World Water Day To address • The Earth is shaped by internal and external forces. • Inside the Earth is a superheated, solid inner core. A liquid outer core is covered by the hot rock of the mantle. • The Earth’s crust, made up of more than a dozen slabs, rests on a melted layer of mantle. These slabs move around the globe, creating physical features. • Wind and water erosion shape the surface of the Earth. the lack of clean water for many of the world’s people, the United Nations designated the decade 2005–2015 as the International Decade for Action “Water for Life.” During this period, the United Nations’s 192 member countries hope to reduce by half the proportion of people without access to clean drinking water. March 22 has been designated as World Water Day. Like Earth Day, World Water Day is an annual opportunity to raise awareness of the Earth’s water crisis and to participate in community and global efforts to conserve this very precious resource. THE WORLD FORCES OF CHANGE Earth’s Available Water The San Andreas Fault, California EARTH ’S WATER • The water cycle keeps Earth’s water constantly moving—water evaporates from oceans, lakes, and streams. Then it cools, becomes condensation, and falls to Earth as precipitation. • Most of Earth’s water is found in the oceans. The rest is frozen in glaciers, found underground, or is in lakes, rivers, and streams. • Because most of Earth’s water is salty ocean water, people have found a way to remove the salt from water. Desalination is expensive, but useful in places where freshwater is scarce. Hands-On Chapter Project Chapter 2 45 Step 4: Wrap-Up (bkgd)Robert Laberge/Getty Images, (tr)NASA/CORBIS, (cl)Tom Bean/CORBIS Conservation Campaign three ways to help minimize or fix each7/30/07 of the negative effects listed. Next, have groups Step 4: Create the Campaign Students of students select one part of the biosphere: will synthesize what they have learned in the land, the air, or water. Have each group Steps 1, 2, and 3. organize an advertising campaign designed Directions Have students brainstorm all to help people conserve resources and the ways human actions negatively modify decrease pollutant production. Student the environment. Have students suggest campaigns can be in any medium: examples 041-045_C02_S3_874529.indd 45 include print campaigns using posters and brochures, video campaigns using television and the Internet, or audio campaigns designed for podcast or radio. 10:53:45 AM Putting It Together Have each group present their campaign to the class. Following the presentations, lead a discussion on the ideas presented. OL 45 ASSESSMENT Critical Thinking Document-Based Questions Directions: Choose the best answers to the following questions. Directions: Analyze the document and answer the short-answer questions that follow the document. 8. How are the hydrosphere, the lithosphere, and the atmosphere related? Human actions can make natural disasters worse. When a strong earthquake struck northern Pakistan in October 2005, the damage was made worse by human effects on the environment. A All are circular regions. B They are all elements that make up the biosphere. This month’s massive earthquake did not destroy Mohammad Shafi Mir’s house and bury his mother, but what followed seconds later did: a torrent of boulders thundering down a mountainside. . . . C People have no control over the hydrosphere, the lithosphere, or the atmosphere. D All three revolve around the sun. The landslides that tumbled across the zone of the Oct. 8 earthquake dramatized not only the power of nature but how humans have brought tragedy upon themselves through massive deforestation and other ecological assaults on the Himalayas. Base your answer to question 9 on the map and on your knowledge of Chapter 2. Plate Movement Plate boundary Direction of plate movement In this once-remote region, loss of green cover from commercial logging, local cutting and overgrazing has weakened the land’s ability to retain water, which now rushes easily down mountainsides to set off slides that some call “ecological land mines.” NORTH AMERICAN PLATE Gulf of Mexico —”Earthquake Dramatizes Human Ecological Assault on the Himalayas,“ October 22, 2005, Associated Press Archive Caribbean Sea CARIBBEAN PLATE N W 10. What human activity has made the effect of a strong earthquake worse? E S SOUTH AMERICAN PLATE COCOS PLATE PA C I F I C OCEAN NAZCA PLATE 0 600 kilometers 0 600 miles 11. What does the writer mean by “ecological land mines”? Extended Response 12. Recall what you have learned about the lithosphere, hydrosphere, and atmosphere. How do they affect human life? Lambert Azimuthal Equal-Area projection 13. What are the different types of erosion? How does each affect the land? 9. Which plates collided to help form the Andes? A South American and Nazca B Caribbean and Cocos C North American and Nazca D South American and Caribbean STOP Geography ONLINE For additional test practice, use Self-Check Quizzes— Chapter 2 on glencoe.com. Need Extra Help? If you missed questions. . . Go to page. . . 1 32 2 35 3 39 4 44 5 31 6 40 7 42 8 32 9 37 10 39 11 40 12 32 Critical Thinking 8. B Students struggling with this question will probably narrow their choices to B and C. Human activity can influence the hydrosphere, lithosphere, and atmosphere, but people do not control them. Answer B is the best answer to this question. 9. A The answer to this question is specifically stated in the chapter. Students who do not remember the chapter material should know that the Andes are in South America. The map earthquake. The writer is referring to the danger a landslide poses to human life, and the potential for it to kill many people at any time. Students should be able to infer the meaning of the phrase through their prior knowledge of what a land mine is and how it works. Extended Response 12. To answer this question, students should know that the lithosphere is Earth’s surface, the hydrosphere is all of Earth’s water, and the atmosphere includes all of the gases extending above Earth’s surface including the air we breathe. All are necessary components of life on Earth, and make up the biosphere. 13. wind: moves dust, sand, and soil elsewhere; glacial: the weight of the glaciers causes them to move downhill or outward, picking up rocks and soil and changing the landscape as they pass; water: cuts into the land and wears down soil and rock, with the sediment grinding other rocks along the stream’s path and forming gullies, valleys, and canyons; The process of erosion is covered extensively in the chapter. 13 39 Chapter 2 046-047_C02_STP_874529.indd 47 STANDARDIZED TEST PRACTICE 47 shows only the Nazca Plate colliding 1/15/07 with4:24:49 thePM South American Plate. Document-Based Questions 10. Logging, local cutting, and overgrazing have caused deforestation. The passage clearly states the causes and effect of deforestation on the environment in Pakistan. 11. A land mine can be triggered by a slight disturbance of the land above it. Landslides can be caused by a disturbance such as an Geography ONLINE Introduce students to chapter content and key terms by having them access the Chapter Overview at glencoe.com. Need Extra Help? Have students refer to the pages listed if they miss any of the questions. 47
